Advances in Social Science, Education and Humanities Research, volume 253 3rd Asian Education Symposium (AES 2018) The Study of Quality Service of Education in Public Vocational Schools in Using ServQual Model

Surya Karwati Sukardi Sukardi, Syafruddin Syafruddin Master of Education Administration Program Faculty of Teachers Training and Education University of University of Mataram Mataram, Mataram, Indonesia [email protected]

Abstract—The research aims to determine the level of quality tangibility, and empathy aspects in India, although service of education in Public Vocational Schools in West responsiveness is weak [7]. . The research employed the ServQual (service quality) method, involving 200 students of Public Vocational Schools in Based on the problems and findings, this study was West Lombok who were selected through cluster proportional conducted to confirm the signals. In addition, the inconsistency random sampling. The data were collected using questionnaires of the findings in some of these countries demands the using Likert scale. The research dimension and instruments were importance of confirmation. Differences in levels of education adapted from the previous publication, consisting of the aspects and in the context of Indonesia become another renewal of this of reliability, responsiveness, assurance, empathy, and study. This research is conducted to address the above physical/tangible feature. All data were analyzed statistically by mentioned concerns. Therefore, the aim of this research is to descriptive statistics and comparative analysis. The research find the level of quality on education service in state vocational showed that there was a significant difference of quality service secondary schools in based on tangible, reliability, of education between reality and students’ expectation. The responsiveness, assurance, and empathy dimensions. average value of students’ expectation on the 5 aspects of the quality of education service was higher than the average value of reality. It inferred that the level of quality service of education in II. METHODOLOGY public vocational schools in West Lombok was not satisfactory yet. A. Types of Research and Sampling This research used ServQual (service quality) method as in Keywords—service quality; vocational education; servqual developed by Parasuraman et al [3]. ServQualwas conducted in state vocational secondary schools of tourism in West Lombok I. INTRODUCTION Regency – Indonesia involving 200 students as sample. All samples were determined through cluster proportional random The main problem faced by vocational high school in sampling, due to the subjects’ homogenity. Indonesia is the gap between the graduates with workers need in the industries or the job market. BPS claimed that around 1,621,402 graduate of vocational high school were jobless. B. Method and Research Instrument This number is higher than the number of senior high school Method and instrument used in this research was adapted graduate, within the last 5 years (2010 until 2015) [1]. This from questionnaire developed by Parasuraman et al and Dursun condition is due to the lack of education service quality on the et al [3, 8]. The questionnaire consists of 22 statements that eight education national standard (SNP) [2]. In theoretical represent 5 service quality dimensions namely, tangible, construction, these eight standards are reflection from 10 reliability, responsiveness, assurance, and empathy. Each item dimensions of service quality namely: reliability, is presented in two models namely student perception and responsiveness, competence, access, courtesy, communication, student hope aspects then later compared. If the accepted credibility, security, empathy, and tangibles [3, 4]. The lack of quality service fulfils the hopes or above expectation, it can be fulfillment of these aspects is indicated as the cause for low concluded that the service is of good quality, and vice versa. capability of vocational secondary graduates, among other Tangible aspect consists of 4 items (sample statement: “new things, such as changes in the job market and sudden increase references such as textbooks, must be complete in the library”); in vocational graduates [5]. Similar with conditions in reliability consists of 5 items; responsiveness 4 items; Indonesia, Sri Lanka indicates the fulfillment of service quality assurance 7 items; and empathy 3 items. factors in other aspects (such as library services) on responsiveness, supportiveness, building environment, C. Technical Analysis collection and access, furniture and facilities, technology, web This research conducted technical analysis using services and service delivery [6]. The Palli and Mamilla also descriptive statistics and comparative analysis (T-test), and ensure good service quality levels in assurance, reliability, analysis on compatibility of perception with expectation using Importance Performance Analysis quadrant from Martilla and

Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 385 Advances in Social Science, Education and Humanities Research, volume 253

James [9]. Result analysis is based on: (1) quadrant A The following can be summarised based on table 2 and (Concentrate Here); (2) quadrant B (Keep up with the good picture 1: First. Quadrant A. Items that fall into this quadrant work); (3) quadrant C (Low Priority); and (4) quadrant D are statements number (1) (2) (3) (4) (10) (11) (12) (13) and (Possibly Overkill). (22). All items in this quadrant are important indicators, however, they all show lack of performance. Items under this III. RESULTS quadrant must be prioritised. Second. Quadrant B. Items in this quadrant are number (5) (7) (9) (14) (15) (16) (17) (18) (19) A. Validity and Reliability Test Result (20) and (21). Items in this quadrant are considered important and have shown good performance. Thus, the good work must Cronbach’s Alpha analysis was used for all dimensions of be kept up. Third. Quadrant C. Item in this quadrant is ServQual and the research refers to the minimum point of 0.70 statement number (6). This particular item is considered a less [10]. Overall there is a consistency on internal and reliability important indicator and it is also not fully performing. Forth. for all items (Table 1). Quadrant D. Item in this quadrant is no (8).

TABLE I. TEST RESULTS ON EDUCATION SERVICE QUALITY IV. DISCUSSION No ServQual Component Reality Expectation The research results indicate that there are differences 1 Tangible 0.699 0.724 between education service quality in vocational schools on 2 Reliability 0.824 0.740 tangible, reliability, responsiveness, assurance and empathy dimensions between perception and expectations. All attributes 3 Responsiveness 0.776 0.756 have negative scores. This result is in line with research 4 Assurance 0.763 0.785 conducted by Qadri that states: their expectations were higher than the experience of service quality from the existing bank in 5 Empathy 0.758 0.754 Pakistan in the all aspect of servqual [11]. This condition is B. The Conditions of Education Service Quality of Vocational similar to that in Pakistan which also shows low support for these five dimensions [12]. The highest gap in this research is Schools in West Lombok Barat Regency tangible dimension, although findings in [2] by Sukardi and Research result indicates that quality of education services Wardana indicate the highest gaps are found in content and in vocational schools of West Lombok Regency can be process standard dimensions. Tangible dimension is very classified into 4 sections based on quadrant analysis on the influential on the other dimensions because standard on school Importance Performance Analysis [9] (Fig.1 and Table II). infrastructure and facilities is part of the policy for fixing and improving basic services and quality of education process, TABLE II. RESULTS ON EDUCATION SERVICE QUALITY including in the field of library services [6]. Tangible No Service Expectation Reality dimension is the ability of company to show to external parties Quality Mean t- its existence, such as physical facilities, technology, and Aspects Mean SD Mean SD Dif value employee appearance. Physical facilities, employee equipment, 1 Tangible 19.6 0.845 10.33 3.54 -9.27 36.25 and communication facility are an integral part in providing quality education [3]. 2 Reliability 23.51 1.598 16.24 3.16 -7.27 32.36 Negative scores were achieved for other dimensions such as 3 Responsiveness 19.22 1.248 11.61 3.04 -7.61 32.39 reliability, responsiveness, assurance. Responsiveness 4 Assurance 29.18 1.594 20.99 3.98 -8.19 28.48 dimension indicates that school management lacks response on the needs or problems faced by students needing immediate 5 Empathy 14.55 0.996 9.58 2.56 -4.97 26.15 attentions. When in fact responsiveness dimension is important Source: Primary Data in providing immediate service (responsive) and accurate towards consumers [3]. In other words, responsiveness is a form of school’s ability in assisting consumers and provide accurate services [4]. In this dimension, it appears to be confirmed by Palli and Mamilla findings in India that the responsiveness aspect still has weak support [7]. Assurance dimension also indicates a lack of achievement when in fact this dimension is a determining factor in education quality. This achievement of dimension is equal to the achievement in Pakistan [12] which shows no strong support. As assurance dimension factor identified by Mostafa as an important to quality service is that students want to feel safe [13]. Some important aspects in this dimension according to Ardalan et al., namely: safety, program standards, and instructor credentials Source: Primary Data [4]. Fig. 1. Quadrants on education service quality. The research result on empathy dimension indicates gap value on all its attributes. Empathy dimension has the lowest

386 Advances in Social Science, Education and Humanities Research, volume 253 gap. This result is in line with the research result of https://www.bps.go.id/statictable/2009/04/16/972/pengangguran- Parasuraman et al. that states empathy dimension as the terbuka-menurut-pendidikan-tertinggi-yang-ditamatkan-1986--- dimension with the lowest priority [14]. Jayasundara et al, 2017.html, accessed on 17 Desember 2017. [2] Sukardi and L.A. Wardana, “The study of service quality and precisely this dimension has a fairly high support in Sri Lanka competitiveeness of secondary education in West ,” Atlantis [6]. This can be understood that the organization from the view Press, pp. 400-404, 2016. point that’ willingness to care and provide personal attention to [3] A. Parasuraman, V.A. Zeithaml, and L.L. Berry, “Reassessment of their customers is an integral part quality improvement. expectations as a comparison standard in measuring service quality: Overall, the whole dimensions are necessary and need to be Implications for future research,” Journal of Marketing, vol. 58, pp. 111- strengthened in order to improve education service quality as 24, 1994. indicated by these findings. [4] A. Ardalan, G.S. Rhiel, and M. Wermus, “A theoritical framework for providing quality service to college degree programs,” International Journal of Education Research, vol. 7, no. 2, pp. 97-109, 2012. V. CONCLUSION [5] Kementerian Pendidikan dan Kebudayaan, Revitalisasi Pendidikan The results of this research show a gap on education service Vokasi, Jakarta: Kemendikbud, 2016. quality of vocational secondary schools on all dimensions, [6] C. Jayasundara, P. Ngulube, and M.K. Minishi-Majanja, “A theoretical model to predict customer satisfaction in relation to service quality in namely tangible, reliability, responsiveness, assurance, and selected university libraries in Sri Lanka,” SAJnl Libs & Info Sei, vol. empathy, with perception or reality lower than expectation. 75, no. 2, pp. 179-194, 2009. Therefore, the level of quality on education services of [7] J.G. Palli and R. Mamilli, “Students’ opinions of service quality in the vocational secondary schools in West Lombok Regency is still field of higher education,” Creative Education, vol. 3, no. 4, pp. 430- low or insufficient. Based on these findings, the implications 438, 2012. are: (1) in practice, institutions are advised to strengthen and [8] T. Dursun, K. Oskaybas, and C. Gokmen, “Perceived quality of distance improve quality on education services on all five dimensions; education from the user perspective” Contemporary Educational (2) theoretically, these research results can be followed up by Technology, vol. 5, no. 2, pp. 121-145, 2014. widening the sample, variable, and construction on other [9] J.A. Martilla and J.C. James, “Importance performance analysis,” Journal of Marketing, vol. 41, no. 1, pp. 77 -79, 1977. quality dimensions. [10] J. C. Nunnally, Psychometric Theory (2nd ed.), New York: McGraw- Hill, 1978. ACKNOWLEDGMENT [11] U.A. Qadri, “Measuring service quality expectation and perception using SERVQUAL: A gap analysis,” Business and Economics Journal, vol. 6, This research would not have been possible without the no. 3, pp. 1-6, 2015. assistance of all at Education Administration; Postgraduate [12] A. Sardar, S. Amjad, and U. Ali, “An empirical analysis of the service Program of University of Mataram; All Head Masters and staff quality gap in business education: Evidence from higher education in of vocational schools in West Lombok Regency; and Pakistan,” Journal of Education for Business, vol. 91, no. 3, pp. 148– Bangkesbangpoldagri for providing permit to conduct this 158, 2016. research. My deepest gratitude to all. [13] M.M. Mostafa, “A comparison of SERVQUAL and I-P analysis: Measuring and improving service quality in Egyptian Private Universities,” Journal of Marketing for Higher Education, vol. 16, no. 2, REFERENCES pp. 83-103, 2006. [1] Badan Pusat Statistik, “Pengangguran terbuka menurut pendidikan [14] A. Parasuraman, V.A. Zeithaml, and L.L. Berry, Delivering Quality tertinggi yang ditamatkan 1986 – 2017,” [Online]. Retrieved from: Service, New York: The Free Press, 1990.

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